The purpose of this research is to investigate the combined impact of main components of massive open online courses (MOOCs), such as MOOC kinds, instructional design, and learner-related characteristics, on actual MOOC usage, which has never been looked into before. The technology acceptance model (TAM) of learning is used to determine this influence. Literature from 2008-19 has been reviewed. Journals indexed/abstracted in Scopus, EBSCO, and Google Scholar are shortlisted for the current review. In total, 75 research papers are critically analyzed. Based on the objective of the evaluation, 37 relevant documents are presented in the form of a review matrix. Even though MOOCs have witnessed a tremendous rise in enrolling numbers, engagement, and completion after enrolment is a problem, which influences the platform's overall utilization. Little study has been done in the field of use (Fianu, Blewett, Ampong & Ofori, 2018). High learner dropout (Saadatdoost, Sim, Jafarkarimi, & Hee, 2015) is an ongoing issue in MOOCs. Therefore, this review attempts to fill up this research gap by establishing whether essential aspects of MOOCs, in a combined way, could improve actual MOOC usage. A new research framework using TAM of learning proposes that the combined impact of essential aspects of MOOCs would help to improve actual MOOC usage. This framework would guide to revolutionize educational technologies, particularly MOOCs. The review would create an awareness among learning and development professionals and course developers to consider these essential aspects of MOOCs together while designing course content to improve the overall use of the platform.

Keywords

MOOC · Pedagogy · Higher education · Challenges · TAM